Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities

Francis, G.; Reed, Alexandra S.

doi:10.1177/1088357619827931

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…However, regardless of the nuance, all school systems should consider creating opportunities for collaborative learning activities among general, special, English as a second language, and “specials” educators (e.g., art, music, physical education), as well as related service providers to enhance educator ability to engage with students with ESN across environments. Finally, given the importance of family support (Francis & Reed, 2019), school systems should consider professional development for educators to effectively collaborate with families to engage students in technology use in home and community settings. In the absence of purchased training, schools should at least consult webinars and online training provided by device and software companies for families and students to access.…”

Section: Consideration 2: Provide Udl Professional Development To Tea...mentioning

confidence: 99%

The American Rescue Plan Act Funds and Students With Extensive Support Needs: Three Considerations for Technology Access and Use

Reed

Francis

Kinas-Jerome

2021

Inclusive Practices

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The COVID-19 pandemic highlighted inequities in technology literacy and access for students with extensive support needs (ESN) in k-12 settings. Technology is critical for students with ESN to continue lifelong learning after graduation. The unprecedented level of funds from the American Relief Plan provides schools opportunities to invest in sustainable and accessible technology which benefits all students. The Universal Design for Learning (UDL) framework is used to increase access to learning for all students, and should be applied to decision making surrounding technology investment and purchasing. This essay provides three considerations for schools to reflect on when spending ARP Act funds: (a) use UD to purchase technology, (b) provide UDL professional development to teach technology literacy skills, and (c) provide learning opportunities aimed at technology use among students with ESN.

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Section: Consideration 2: Provide Udl Professional Development To Tea...mentioning

confidence: 99%

The American Rescue Plan Act Funds and Students With Extensive Support Needs: Three Considerations for Technology Access and Use

Reed

Francis

Kinas-Jerome

2021

Inclusive Practices

Self Cite

View full text Add to dashboard Cite

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Family social support for college students with disabilities

Daly‐Cano,

Ruise,

Moore

et al. 2024

Family Relations

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ObjectiveThe purpose of this work was to provide insight into the complex processes through which families support their children with disabilities as they move into and through college.BackgroundStudents with disabilities, like all traditional‐age college students, must adapt to increased levels of freedom, opportunities for autonomous decision‐making, and expectations of self‐directed behavior. However, students continue to need social support as they adapt to the new demands of college environments and to changing postsecondary contexts where family roles are more limited.MethodConstructivist grounded theory methods were used to examine the qualitative narratives from a study of 59 college students with disabilities in the United States. Using grounded theory constant comparative analysis (Charmaz, 2014), emergent themes related to perceived family support surfaced.ResultsStudents described familial support in ways that expanded on the common types of family support documented in prior literature. Findings are organized into five sections with examples of the following: instrumental support, informational support, emotional support, support by resilience modeling, and support by reframing disability.ConclusionFindings suggest that students with disabilities experience various types of family support during college.ImplicationsPolicy‐informed implications for families and educators are discussed. Recommendations are made for parents and college educators about recognizing the variety of types of familial support to foster effective support for youth with disabilities as they transition away from home and into college.

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Interactions With and Between Families and Professionals in College: Perspectives of Young Adults With Intellectual and Developmental Disabilities

2020

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Postsecondary education programs (PSEs) are becoming increasingly available for young adults with intellectual and developmental disabilities across the United States. Positive interactions between young adults and their families and professionals, and collaborative family-professional interactions can enhance transition outcomes for people with disabilities, including successful transition into and out of PSEs. However, there is limited research on the perspectives of the young adults who attend PSEs regarding these topics. The purpose of this qualitative study was to examine the retrospective perceptions of 10 PSE graduates regarding (a) interactions with their families, (b) interactions with PSE professionals, and (c) interactions between their families and PSE professionals. Participants reported negative and positive interactions with their families and PSE professionals, described how their families and PSE professionals interacted, and also provided recommendations for families and professionals to support young adults with disabilities. Implications and future research are discussed.

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Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities

Cited by 3 publications

References 26 publications

The American Rescue Plan Act Funds and Students With Extensive Support Needs: Three Considerations for Technology Access and Use

The American Rescue Plan Act Funds and Students With Extensive Support Needs: Three Considerations for Technology Access and Use

Family social support for college students with disabilities

Interactions With and Between Families and Professionals in College: Perspectives of Young Adults With Intellectual and Developmental Disabilities

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